Teaching & Learning at The Heights

Did you know that in the Māori language, the word ‘ako’ means both teaching and learning? It is considered that these actions are in constant interaction: teaching guides learning, and learning that guides the teaching. This is a fitting description of our current school wide focus. Our school community is engaged in developing our ability to address students’ ‘point of need’. This means that the more we learn about our students, the better equipped we are to teach them. If follows, then,  that student voice is a high priority! Term 3 at The Heights has a lot going on that characterises our approach to ‘ako’.

Empowering students voice is high on the agenda this term as we continue to explore ways to hear our students. On Thursday July 27 we held our fourth ‘Voice of 8’ Program. In this, our Year 8 students participated in planning  their own curriculum for a day. They created and participated in a variety of activities, including survival in the outdoors, music, self-care, photography and sustainability to name but a few. It was pleasure to see our students ‘taking the wheel’ of their learning! 

It is also noteworthy that a group of Year 11 students were successful in challenging and changing our school’s policy on sport excursions for senior students. Their convincing arguments and personal organisation have had an impact that will go on to provide future senior school students with more choices in extra-curricular sporting events. I thank them for their contributions.

Term 3 is also a time when we further develop and deliver  our cross-curricular programs. At Year 9, students undertake a combined unit called ‘There is no Planet B’. The Science and Humanities faculty combined to deliver a program that explores the scientific and human causes and potential solutions to climate change. It is exciting to watch our  students come to terms with real-life issues and practice critical thinking skills to make our world a more sustainable place. 

Similarly in Year 8, Science and Humanities merge to deliver a sequence of learning about ‘Ocean Plastics’. Again, the focus is on understanding this difficult problem and thinking creatively to deal with it. It is exciting to be a part of a school with where we are experimenting with progressive curriculum that is moving beyond the usual ‘subject silos’ approach to learning. 

Finally, our teachers have been working hard to further develop their ability to meet students’ ‘point of need’  through a data and evidence audit. Don’t be fooled by the title; this is an interesting and crucial aspect of our work! We have been looking at how we get information that guides our teaching, how often we get and use it, and importantly, what other information about our students we need to meet them at their unique level of ability. We are confident this work will result in even more engaged classrooms where students are valued, respected and given what they need individually to identify and explore their individual pathways.  Afterall, that’s what ‘ako’ is all about!